This key skills assessment unit does not have specific questions with word limits and no statements indicating you include, say, an essay or a report. Instead, as you tackle the unit you need to ask yourself ‘Which pieces of work show my skills and capabilities to best advantage?’ When you have identified and selected evidence of your skills, you must then relate this evidence directly to the criteria.

This method of building a portfolio is based not on providing right or wrong answ

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As a student, you are likely to present data in a table after you have carried out an investigation, particularly when you are writing up the report. Some courses include a small-scale project and this is likely to be the point at which knowledge of how to design a table will be useful. The following steps form a reliable guide.

Collect the data.

In the case of a project, you are likely to collect the data yourself, possibly from other written

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There are very few cases where a table will be the worst format to use. However, when you have a huge amount of data, you may wish to present some of it in a different format. Other formats for presenting data are explained in Sections 4–6.

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A table should provide a clear summary record of a collection of data. Tables have a number of columns and rows, depending on the amount of data and the detail shown.

Tables are a very common way of putting information across to people, so common that we probably don't notice that they are there most of the time. On the other hand, they can look quite formidable when there is a lot of information presented at once, and finding your way around them can be hard. To be easy to read, all ta

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Learning cannot take place without memory, and we expect our students to be able to process, synthesise and recall a vast amount of information every day. There are, however, some simple strategies that we can employ to help them to do this.

Firstly consider the natural concentration span. A rough guide is that concentration span in minutes is equivalent to chronological age in years, +/− 2 minutes. That means that even our most attentive 18 year olds need a short concentration break

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Planning and evaluation are essential aspects of teaching, but very difficult to observe. Through working together and collaboratively planning teaching and evaluating lessons, the student teacher can learn how experienced teachers carry these out. This phase is an important transition between the student teacher supporting the mentor in the classroom, and taking full responsibility for the class. Involving student teachers in the minutiae of lesson planning is an important part of helping th

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The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".

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Turning ideas you learn from this unit into your own words through taking notes can help sharpen your understanding and focus your thinking. The key to successful note taking is to create notes that capture the key points of what you are reading, watching or listening to, rather than writing pages and pages that are boring to write and even more boring to read! You will probably come across many new scientific terms as well as new concepts and so making notes is a good way to make sure you un

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While professional groups will be expected to retain their distinctive roles to some extent, the demand for change is increasingly strong. Professionals are increasingly expected to focus on the range of elements of good practice which they share, many of which have been historically associated with social work. One important example of the demand for change in this direction can be found in the introduction in England of The Ten Essential Shared Capabilities: A Framework for the Whole of

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an enhanced understanding of models for involving parents and carers in children's literacy acquisition.

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Exploring Tessellations (Grades 6-8) In this activity, learners design unique tiles and make repeating patterns to create tessellations. This activity combines the creativity of an art project with the challenge of solving a puzzle. This lesson features three investigations, in which learners make tessellations by translating, rotating, and reflecting the patterns.Author(s): No creator set

Cranium Corral! (Aerobics in the Classroom) Get students moving with this video for students in fourth through sixth grades. The exercises do not take up too much floor space and students can do the exercises at their desks. The music featured is fast-paced country-western music. (04:47)Author(s): No creator set

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Exploding Pumpkin- Halloween Science Chemistry Demos! Mr. Bergmann performs the exploding pumpkin trick as part of a Halloween demo day for his chemistry students. The teacher traps a flammable gas inside the pumpkin so that the gas explodes and pushes out the parts that have been pre-carved. (00:43)Author(s): No creator set

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Concordia 3MT April 2012 -- MA Winner: Jonathan Feakins http://graduatestudies.concordia.ca/gradproskills/
Concordia hosted its first Three-Minute Thesis competition in April 2012 with 24 participants from each of the four faculties -- Arts and Science, Engineering and Computer Science, Fine Arts and John Molson School of Business.Author(s): No creator set